Linking Communalism to Achievement Correlates for Black and White Undergraduates

Autor/inn/en	Tyler, Kenneth; Love, Keisha; Brown, Carrie; Roan-Belle, Clarissa; Thomas, Deneia; Garriott, Patton O.
Titel	Linking Communalism to Achievement Correlates for Black and White Undergraduates
Quelle	In: International Journal of Teaching and Learning in Higher Education, 22 (2010) 1, S.23-31 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Self Efficacy; Motivation; Racial Differences; Academic Achievement; Correlation; Regression (Statistics); Undergraduate Students; Higher Education; White Students; African American Students; Ethnic Groups; Models; College Students; Sample Size; Likert Scales; Family Characteristics; Family Relationship; Family (Sociological Unit); Family Environment; Family Structure; United States + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; psychologische; Motivation (psychologisch); Rassenunterschied; Schulleistung; Korrelation; Regression; Regressionsanalyse; Hochschulbildung; Hochschulsystem; Hochschulwesen; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Ethnie; Analogiemodell; Collegestudent; Likert-Skala; Familie; Familienmilieu; Familienkonstellation; Familiensystem; USA
Abstract	This study examined relationships between home-based communal activities and beliefs and student reports of various achievement correlates with 290 black and white undergraduates. MANOVA procedures examined differences in self-esteem, self-efficacy, identified motivation, motivation to know, and amotivation and scores on Home Communalism Measure subscales as a function of race and other demographic variables. No significant race differences emerged for any of the communalism or motivation subscales. Subsequent regression analyses found that reports of communalism were predictive of students' self-efficacy, self-esteem, identified motivation, motivation to know and amotivation scores. Implications and limitations of findings are discussed. (Contains 1 table.) (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10